Some Particularities of the Competence Model in German Education

##plugins.themes.bootstrap3.article.main##

Svetlozar Vatsov

Анотація

In the middle 90s, some notable shortcomings of the German educational system become visible, which in term force a revolutionary reform in its philosophy. A stimulus for the integration of the competence model is the treatise of the living in Germany Japanese economist and financial consultant Minoru Tominaga «Aufbruch in die Wagnis-Republik. Neue Chancen fьr den Standort Deutschland», according to which, the main shortcoming of the German education is concluded in the discrepancy between the needs of the modern society and level of preparation of young people for an independent living. At the end of the previous century, the German educational system accepts the approach «competences for action», characterized by the passing from learning of subjects to adopting competences and with development of scholastic plans, defining the areas of education, aimed at the knowledge and skills needed for the future field of work. The German competence model, which is based on the theory of Franz Weinert, is built upon the ration between knowledge and competence. Some of its particularities, that make it extraordinary successful and suitable for following it, are shown in the report.

##plugins.themes.bootstrap3.article.details##

Як цитувати
Vatsov, S. (2016). Some Particularities of the Competence Model in German Education. Вісник Черкаського національного університету імені Богдана Хмельницького.<Br>Серія: "Педагогічні науки", 10(343). вилучено із https://ped-ejournal.cdu.edu.ua/article/view/209
Розділ
Статті
Біографія автора

Svetlozar Vatsov, Шуменсский университет

доцент 

Посилання

1. Straka G., Neue Lernformen/ Alte Lernformen: Gestaltungsaspekte der Berufsbildung in Deutschland. In: Bielefeld, Bertelsmann, 2005. 2. Tominaga M., Aufbruch in die Wagnis-Republik. Neue Chancen fur den Standort Deutschland Dusseldorf/Munchen: Econ, 1998. 3. Weinert Fr., Concepts of Competence, Max Planck Institute for Psychological Research, Munich, 1999.